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Primary school teachers participation in the development of school plans and job satisfaction
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Type
Thesis
Author
Khor, Violet Kim Heng
Supervisor
Grace, Tom
Low, Guat Tin
Abstract
Greater teacher participation in decision making was introduced to schools in Singapore in the last decade or so. An important area of teacher involvement is in the development of the School Plans. This document contains the objectives, activities and dates for periodic review for the area the school has identified as requiring greater attention. It also includes the objectives and dates of periodic review for each of the other subject areas. This study therefore seeks to ascertain the teachers' actual and preferred levels of participation in the development of the School Plans and how the teachers' level of participation affects their level of job satisfaction with teaching.
A four-part questionnaire involving 312 teachers from 21 government and government-aided schools was administered. There were 6 research questions.
The analysis of the results seemed to show the following findings :
i) the teachers seemed to be deprived of participation. They would like to be consulted and to be able to give their suggestions, ideas and comments on matters in which they felt they had the expertise, the interest and which would affect them;
ii) the underlying factor which motivated/de-motivated teachers to seek more participation was the way the school leadership conducted the decision making process in the school;
iii) there was a negative significant correlation in the discrepancy between the actual and preferred levels of participation and the teachers' level of job satisfaction. This appears to suggest that the greater the discrepancy between the actual and preferred levels of participation, the lower the level of teacher job satisfaction.
The findings of this study would provide school administrators with a deeper insight into the needs, interests and motivations of teachers in schools. This would help school administrators in planning for better staff development and for more meaningful staff management.
A four-part questionnaire involving 312 teachers from 21 government and government-aided schools was administered. There were 6 research questions.
The analysis of the results seemed to show the following findings :
i) the teachers seemed to be deprived of participation. They would like to be consulted and to be able to give their suggestions, ideas and comments on matters in which they felt they had the expertise, the interest and which would affect them;
ii) the underlying factor which motivated/de-motivated teachers to seek more participation was the way the school leadership conducted the decision making process in the school;
iii) there was a negative significant correlation in the discrepancy between the actual and preferred levels of participation and the teachers' level of job satisfaction. This appears to suggest that the greater the discrepancy between the actual and preferred levels of participation, the lower the level of teacher job satisfaction.
The findings of this study would provide school administrators with a deeper insight into the needs, interests and motivations of teachers in schools. This would help school administrators in planning for better staff development and for more meaningful staff management.
Date Issued
1990
Call Number
LB2840 Kho
Date Submitted
1990